Looks at Shakespeare's tragedy through the eyes and words of an English teacher's secondary school students. (NKA)

Investigates how some South Asian novelists who use English as their chosen instrument of communication are seeking to "decolonize" English. They are trying to capture the deep structures and lineaments of national cultures in order to make English a more authentic vehicle for expressing the consciousness of the people. (Author/SED)

Contends that American journalists operate by behaviorist standards of "objectivity." Compares the transcript of a murder trial with newspaper coverage of that trial and finds that the latter reveals a prosecution bias in focus, choice of ideographs, journalistic qualifiers, and audience participation. (PD)

Analyzes professional and methodological problems facing Black scholars in the communications field. Calls for the development of new rhetorical tools that would be more applicable to the Black experience than existing, traditional methods. Considers ways of meeting both community and personal goals, and presents a Black communication impact…

Examines three recent books on Louisa May Alcott: (1) "A Hunger for Home: Louisa May Alcott and Little Women" by Sarah Elbert, (2) "The Promise of Destiny: Children and Women in the Short Stories of Louisa May Alcott" by Joy Marsella, and (3) "Louisa May Alcott" by Ruth MacDonald. (HOD)

Reviews several books that seek to explain what some of the structures of meaning are that stories present to readers and feed into their memories. (HOD)

A space-and-time orientation for interpreting Andre Gide's early twentieth-century novel is outlined and described, and exercises for further appreciation of literary elements are suggested. (MSE)

Argues in favor of a reader-response approach to the process of selecting the literary works students read in introductory or survey courses. Offers a rationale for using "The Tempest" in such a course. (FL)

Describes how short films can be used as paradigms in the composition class, gives several examples of particular films, and describes how to include film in a class. (CRH)

Tracks bargaining interaction and the development of arguments between school administrators and teachers (on the issue of teachers' files and evaluations) through sequential sessions and caucus meetings. Examines similarities and differences in the reasoning process on subissues that are dropped, modified, or retained in the final argument. (PD)

Describes the new relationship between law and literature and how each discipline can benefit. (CRH)

Establishes a link between the themes of Golding's fiction and the paintings of the Brueghel. Traces their use of the grotesque to impress a message on the mind of the reader or viewer. (CRH)

Recounts how the authors worked as dramaturgs on a production of "Equus" and their part with the director, in determining the script, the cast, and the interpretation of the work. (CRH)

Details a study in which high school students were introduced to a categorization strategy for vocabulary terms related to literary analysis. Concludes that the strategy was a worthwhile addition to the traditional Socratic approach to literary analysis. (FL)

Suggests that by studying and writing dime novels, students can develop their understanding of literary history and gain skill in working with such literary concepts as theme, plot, setting, and characterization. (MM)